Investigate How Self-Regulation Strategies can Enhance Student Autonomy, Motivation, and Long-Term Learning Outcomes
##plugins.themes.academic_pro.article.main##
Abstract
This study investigates the relationships between self-regulation strategies, student autonomy, motivation, and long-term learning outcomes among university students in Punjab. A quantitative research design was employed, utilizing a sample of 350 students from various top universities. The study hypothesized that self-regulation strategies are positively related to student autonomy (H1), significantly impact student motivation (H2), and positively influence long-term learning outcomes (H3). Data were collected through structured questionnaires measuring self-regulation, autonomy, motivation, and learning outcomes. Reliability analysis indicated strong internal consistency across scales, with Cronbach's alpha values ranging from 0.82 to 0.90. Correlation analysis revealed significant positive relationships among all constructs, with self-regulation strategies showing the highest correlation with student autonomy (r = 0.62). Multiple regression analysis confirmed the predictive power of self-regulation on student motivation (B = 0.45, p < .001). ANCOVA results demonstrated that self-regulation strategies significantly affect long-term learning outcomes (F(1, 346) = 17.65, p < .001), accounting for 30% of the variance. The findings underscore the critical role of self-regulation in enhancing student autonomy, motivation, and academic success, suggesting that educational interventions should focus on developing self-regulation skills.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- Broadbear, J. T. (2003). Killing the mook and midriff. Journal of College and Character, 4(2). DOI: https://doi.org/10.2202/1940-1639.1341
- Dweck, C. S. (2011). Implicit theories. Handbook of theories of social psychology, 1.
- Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of educational psychology, 92(3), 544. DOI: https://doi.org/10.1037//0022-0663.92.3.544
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. DOI: https://doi.org/10.1037//0003-066X.55.1.68
- Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), 85-94. DOI: https://doi.org/10.1207/s15326985ep4002_3
- Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning. Theory, research and applications.
- Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017. DOI: https://doi.org/10.1177/0013164492052004025
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. DOI: https://doi.org/10.1207/s15430421tip4102_2
- Zimmerman, B. J., & Kitsantas, A. (2005). The Hidden dimension of personal competence: Self-Regulated Learning and Practice.